Observação de aulas no contexto da avaliação de desempenho docente e desenvolvimento profissional
Miniatura indisponível
Ficheiros
Data
2014
Autores
Título da revista
ISSN da revista
Título do Volume
Editora
Resumo
O desenvolvimento profissional de docentes impõe-se, incontornável, num momento
em que as vidas dos professores se inserem em contextos de mudança social e tecnológica
acelerados e reformas educativas exigentes.
A observação de aulas no contexto da avaliação de desempenho docente poderá
constituir-se numa oportunidade em que o desenvolvimento profissional e a construção da
identidade profissional coexistam com a intenção de controlo subjacente à ADD.
Pretende-se responder à questão “de que modo poderá a observação de aulas, no
contexto da avaliação do desempenho docente, contribuir para o desenvolvimento
profissional do professor?”
Neste sentido desenhou-se uma oficina de formação em que, através da reflexão
crítica sobre problemáticas como sejam a globalização, a construção da identidade
profissional, dos saberes profissionais, em conjunto com a leitura dinâmica dos normativos
legais, se constituiu um percurso observável de progressão para um nível superior de
consciência e competência adaptativa às novas realidades e mudança.
O objetivo geral deste trabalho é “potenciar o desenvolvimento profissional do
professor, através da observação de aulas, no contexto da ADD”.
Constatou-se que foi possível algum tipo de desenvolvimento profissional,
proporcionado pelas metodologias ativas de práticas colaborativas, investigação e reflexãoação,
pesquisa, auto e hétero supervisão; mas dadas as características de que o processo se
reveste, perpetuam-se e cristalizam culturas de individualismo e competitividade que o
sistema de progressão por quotas determina. Assim, reconhece-se no processo uma postura
exclusivamente de controlo e prestação de contas, irreconciliável com a dimensão mais
formativa do desenvolvimento profissional. Neste contexto também é difícil a construção de
uma identidade profissional visto que a nobreza e complexidade do trabalho do professor não
são reconhecidas.
The professional development of teachers is imperative at a time in their lives when the social and technological contexts are rapidly changing, along with the implementation of demanding educational reforms. Class observation in the context of teacher´s evaluation performance might present an opportunity in which professional development and the construction of a professional identity coexist with the underlying intention of control present in the teacher´s performance evaluation. This dissertation aims to answer the following question “how can class observation, in the context of teacher´s performance, add to the professional development of the teacher?” Thus, a training workshop was created, in which, through critical thinking on issues such as globalization, the construction of professional identity and professional knowledge, as well as the legal norms, dynamic reading, a new path was achieved, in terms of progression to a higher level of awareness and competence adaptable to new realities and changes. The main goal of this thesis is “to enhance the professional development of teachers through class observation in the context of the teacher’s performance evaluation”. This research showed that some kind of professional development is possible, given by active methodologies such as collaborative practices, investigation and reflection-action, research and supervision (both autonomous and external) when they are applied. However, the nature of this process promotes a culture of individualism and competitiveness, enhanced by the progression system, guided by quotas. Therefore, it is recognizable in the process an attitude of control and accountability, which are not compatible with the most formative dimension of professional development. It is also difficult to build a professional identity since the nobility and complexity of teachers' work are not often recognized.
The professional development of teachers is imperative at a time in their lives when the social and technological contexts are rapidly changing, along with the implementation of demanding educational reforms. Class observation in the context of teacher´s evaluation performance might present an opportunity in which professional development and the construction of a professional identity coexist with the underlying intention of control present in the teacher´s performance evaluation. This dissertation aims to answer the following question “how can class observation, in the context of teacher´s performance, add to the professional development of the teacher?” Thus, a training workshop was created, in which, through critical thinking on issues such as globalization, the construction of professional identity and professional knowledge, as well as the legal norms, dynamic reading, a new path was achieved, in terms of progression to a higher level of awareness and competence adaptable to new realities and changes. The main goal of this thesis is “to enhance the professional development of teachers through class observation in the context of the teacher’s performance evaluation”. This research showed that some kind of professional development is possible, given by active methodologies such as collaborative practices, investigation and reflection-action, research and supervision (both autonomous and external) when they are applied. However, the nature of this process promotes a culture of individualism and competitiveness, enhanced by the progression system, guided by quotas. Therefore, it is recognizable in the process an attitude of control and accountability, which are not compatible with the most formative dimension of professional development. It is also difficult to build a professional identity since the nobility and complexity of teachers' work are not often recognized.
Descrição
Orientação : Nilza Henriques dos Santos
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ÁREA DE ESPECIALIZAÇÃO EM SUPERVISÃO PEDAGÓGICA E FORMAÇÃO DE FORMADORES, EDUCAÇÃO, EDUCATION, AVALIAÇÃO, EVALUATION, DESEMPENHO PROFISSIONAL, PROFESSIONAL PERFORMANCE, PROFESSORES, TEACHERS, DESENVOLVIMENTO PROFISSIONAL, PROFESSIONAL DEVELOPMENT